Secondary Lesson Plan Template

Grade level and subject discipline:

12
th
grade Special Education 21
st

Century Skills Transition type class
Length of class:
45 min

LEARNING GOALS to be addressed in this lesson (What standards or umbrella learning
goals will I address?):

Understand the similarities and differences between local, state, and national governments.
Understand how laws are established at the local, state, and national governance.
Understand how various political systems throughout the world define the rights and
responsibilities of the individual.

LEARNING OBJECTIVES (in ABCD format using verbs from Blooms Taxonomy):

1. After a lesson on IDEA and ADA, students will compare and contrast these differences in a
Socratic Seminar and provide at least 2 comments during the discussion.

2. After the Socratic Seminar, students will be able to compose and essay outlining the
accommodations they will need after high school.

KNOWLEDGE (What facts, concepts, or
vocabulary words will students need to
know or be taught in order to accomplish
these objectives?)

IDEA law
ADA law
Definition of accommodation and
modification
SKILLS (What skills will they need to have be
taught in order to accomplish these objectives?)


Social skills to do Socratic Seminar
How to write and essay
Social skills to communicate effectively with
classmates

RESOURCES/MATERIALS NEEDED (What materials and resources will I use?):

Handout for all students to have outlining differences in ADA compared to IDEA
Handout providing a list of accommodations and modifications
Rules on the board and expectations for participation concerning Socratic Seminar
Essay worksheet handout clearly explaining in the instructions what should be included in
the essay
Tables or chairs able to be moved into a circle for Socratic Seminar
Blackboard for me to write topics they are covering

ASSESSMENT (How will I know if students achieve the learning goals/objectives?):

Learning Objective 1: Socratic Seminar assessment will be done with a checklist I will
complete based on the participation. Will have set up ways for students with limited verbal
response to still contribute to the discussion.

Learning Objective 2: Essay will be graded by rubric that I will have created and outlined for
the class. Differentiation will be provided depending on skill level of students.
LEARNING PLAN (How will you organize student learning? What instructional strategies
will you use? How will you scaffold for student learning?) (Write in outline format).


1. In the class before this one I will cover IDEA and ADA in depth. I will also explain
to them in the next class we will be doing a Socratic Seminar and explain a little
about what that entails. I will also shortly model what a Socratic Seminar looks
like so the students know what to expect. I will send them home with an article
concerning a student with a disability that goes to college and must discuss with
the school what accommodations the student will need. I will tell explain that
during the Socratic Seminar we will be discussing the question What are the
differences of ADA and IDEA and how will this impact students after high
school?.
2. At the beginning of this class we will arrange the desks into a circle and I will
pass out the handouts outlining the differences in ADA compared to IDEA for
them to reference during the discussion. I will also give them the handout with a
list of modifications and accommodations to be used during the discussion.
3. I will then briefly outline the Socratic Seminar again and right the question on
the board that was talked about in the last class. We will go over rules,
participation expectations, and how to conduct the Socratic Seminar and these
will also be posted on the board. I will stress that we do not want any personnel
accommodations or modifications shared but that you can talk about or
reference ones on the list provided.
4. While the students are conducting the Socratic Seminar I will be writing the ideas
they come up with on the board around the question. This will let me track the
ideas and differences they found most important to them.
5. After the Socratic Seminar we will discuss the main ideas that came up and any
ideas I feel are important that did not get mention to tie everything together.
6. I will then handout the essay assignment that will need to be completed as
homework and will be due the next class period. I will briefly go over this
assignment so that all students understand what is expected of them. If class
time is left the students can begin working on the assignment. I will also write
down all of the ideas from the blackboard for the students to take home to use
as notes on the essay.
7. The next lesson for these students will be on careers. The accommodations
covered will reflect in different jobs or if a student may be planning to go to
college.


Differentiation

1. Differentiation will be done for the entire class by preparing them the lesson ahead
of time and going over how the Socratic Seminar will be conducted. I will also give
handouts that will be different for students that need these to be successful during
the Socratic Seminar. During the seminar as needed I will guide or have certain
students bring up talking points as needed for students that may have difficulty in
this area. The rubrics may also be different to be measuring what would have been
expected for each student to be realistic and also challenging. Differentiation is very
depending on the individual needs of the students in my classroom and for this
reason will make changes as needed for the students.


LESSON PLAN CHECKLIST:

Did I hook my students by getting them excited about the topic?
Did I introduce my learning objectives to the students (even if I just posted
them in the room)?
Are my learning objectives aligned with my state standards?
Did I choose an instructional strategy/activity appropriate to the purpose(s) of
the lesson?
Did I organize my lesson clearly?
Did I account for any downtime and/or transitions?
Did I model or provide guided practice (if necessary)?
Did I scaffold student learning (if necessary)?
Did I assess my students learning (formative or summative)?
Did I successfully bring the lesson to a close within the allotted time?
Did I provide a bridge to the next lesson in my unit sequence?
Did I provide anchor/enrichment activities for students who complete the
lesson early (if necessary)?
Did I differentiate for my individual students needs?